Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f32GLVg06141; Mon, 2 Apr 2001 12:21:31 -0400 (EDT) Date: Mon, 2 Apr 2001 12:21:31 -0400 (EDT) Message-Id: <3AC8A64B.E356DDD2@ellijay.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Art LaChance <arthur@ellijay.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3376] RE: Consumer empowerment Curriculum --- X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.7 [en] (Win98; I) Status: O Content-Length: 4308 Lines: 108 Cheryl, Wonderful offering, thank you. Before you read the following, please understand that I do understand the difference between neurological deficits and emotional limitations. From my perspective and directly related to your points: -Learning IS a fundamental survival skill. -Learning as a passionate fundamental human trait IS obscured and confused by current dominant pedagogy. -There ARE willful "non-learners" in the sense that negative emotional responses to specific environmental issues may cause the student to disassociate from that environment. -"Learning Disabilites" is NOT understood. In most situations where this is specified it simply means that the student was not able to keep pace with the dominant pedagogy, and often has little to do with actual "brain" functioning. - In most situations our concept of "Learning Disabilities" has been accepted as a means of displacement of responsibility. - My bias here comes from an old one-room school house adage - "I hear, I forget; I see, I remember; I do and I understand." So therefore I don't buy in to the visual, auditory, haptic learner rationale as valid descriptions of primary "learning styles". We all basically "learn" the same way, through direct experience and repetetion of specific skills, whether they be physical or cognitive. The brain is magic in the sense that it will respond to demand, appropriately placed.. - Popular bias re: LD does in fact violate basic human rights in most situations. - and YES we are not willing to accept status quo. I state the above based on the thought that neurological deficits are not accurately defined as causal factors in most cases of LD. What is defined as basis for LD more often than not is the student's lack of level or skill specific "knowledge" which is based on standardized tests, which further assume the student was exposed to the tested material in a perfect environment. And yes, I do understand where the "standardized" term comes from. I DO believe that there is a small percentage of our population who have neurological deficits that would in fact place them at a significant disadvantage in the standard classroom. These folks are NOT being dealt with in a satisfactory manner. Furthermore, because of the conflicting standards of measurement and identification, we as a group don't know how to deal with either situation within the current pedagogy. Art LaChance Gilmer Learning Center Ellijay, GA Cheryl Howland wrote: > To all, > > I am offering the following in hopes of recieving feedback in the form of > collaborative understanding. > > The following is a statement of understanding for a group of us who are > working on issues around LD issues. > > WE TAKE AS A "GIVEN" THAT.. > > -Learning is a fundamental survival skill we are born with. Without this > skill we would not survive. > > -This skill is a "passion" within us when we are children and this passion > is often obscured by dominant pedagogy. > > -There are no "willful non-learners". > > -Learning disabilities are brain (neurological) based and not nearly well > enough understood. > > -Official concepts of learning disabilities are founded upon cultural bias. > > -Those who are dominant in education exacerbate learning disabilities by > their insistence upon the use of their particular intelligence as the > dominant mode of learning, e.g. logical mathematical or linguistic as > opposed to visual spatial or musical or kinesthetic etc. > > -These same dominant educators are possessed by a searing popular cultural > bias/belief system which holds that intellectual dominance is an inherent > and the right of those whose dominance is based on a majority of individuals > who posses a particular kind of intelligence. > > -This popular cultural bias creates belief systems whereby violations of > civil rights is commonplace and accepted. > > -We the "learning disabled" are no longer willing to accept this state of > being. > > Please, if you have strong feelings about this.... and I can understand > where some will, no flaming! > Offer your opinion in appropriate and respectful manner. > > Thanks! > Cheryl Howland, M.Ed.,C.A.G.S. > Assistant Director, Disability Services > 231 Whitmore > UMASS, Amherst 01003 > 413-545-0892 > > cherylh@stuaf.umass.edu
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